• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제24권2호
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• pp.83-89
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• 2013

Objectives : It is known that children with attention-deficit hyperactivity disorder (ADHD) experience significant difficulty in recognizing facial emotion, which involves processing of emotional facial expressions rather than speech, compared to children without ADHD. This objective of this study is to investigate the differences in facial emotion recognition between children with ADHD and normal children used as control. Methods : The children for our study were recruited from the Suwon Project, a cohort comprising a non-random convenience sample of 117 nine-year-old ethnic Koreans. The parents of the study participants completed study questionnaires such as the Korean version of Child Behavior Checklist, ADHD Rating Scale, Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. Facial Expression Recognition Test of the Emotion Recognition Test was used for the evaluation of facial emotion recognition and ADHD Rating Scale was used for the assessment of ADHD. Results : ADHD children (N=10) were found to have impaired recognition when it comes to Emotional Differentiation and Contextual Understanding compared with normal controls (N=24). We found no statistically significant difference in the recognition of positive facial emotions (happy and surprise) and negative facial emotions (anger, sadness, disgust and fear) between the children with ADHD and normal children. Conclusion : The results of our study suggested that facial emotion recognition may be closely associated with ADHD, after controlling for covariates, although more research is needed.

• 아동학회지
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• 제28권3호
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• pp.115-131
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• 2007

The 305 fathers and mothers of 4- to 5-year-old children and their teachers participating in this study responded to three kinds of questionnaires. Findings were that (1) fathers reported greater control of their sons' negative expressiveness; mothers reported greater control of their sons' positive expressiveness. Mothers perceived daughters more likely to regulate their emotions than their sons and teachers perceived girls more likely to be well-adjusted interpersonally than boys. (2) Fathers who reported higher control of their sons' negative expressiveness had sons with higher popularity/leadership; mothers who reported higher control of sons' negative expressiveness had sons with lower interpersonal adjustment. (3) Boys with higher emotion regulation showed higher interpersonal adjustment and popularity/leadership. (4) Mothers' control of boys' negative expressiveness influenced boys' interpersonal adjustment, and boys' emotion regulation and fathers' control of boys' negative expressiveness influenced boys' popularity/leadership.

• 아동학회지
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• 제29권5호
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• pp.285-299
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• 2008

This study examined the moderating role of self-control and emotion regulation in the relationship between academic stress and mental health among Korean adolescents. The Korean Youth Panel Study (KYPS) was used as sample data with a total of 3121 $11^{th}$ grade students involved in this study. Hierarchical multiple regression was applied to test the moderation model following Baron & Kenny's (1986) model. Results revealed that self-control (for male adolescents) and emotion regulation (for female adolescents) played the role of moderators in the relationship between academic stress and mental health problems. Academic stress proved to have a negative effect on mental health of adolescents.

• 아동학회지
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• 제20권1호
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• pp.3-14
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• 1999

Seven textbooks for children used in homes and schools (sudangs) of the Chosun dynasty were examined to investigate how they taught emotional intelligence in traditional Korean society. The contents of the books were analyzed according to the 4 abilities of emotional intelligence described by Salovey and Mayer (1966): (1) perception, appraisal, and expression of emotion, (2) emotion's facilitation of thinking, (3) understanding and analyzing emotions, and (4) regulation of emotion to promote emotional and intellectual growth. The analysis showed that most of the books valued emotional intelligence and taught children how they perceive, appraise, and express emotions. The emotional ability to facilitate thinking was also emphasized, whereas the ability to understand and analyze emotions was seldom mentioned. It was also found that the regulation of emotion was emphasized; that is, children were educated to control and depress their emotions rather than to express them naturally.

• 아동학회지
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• 제21권3호
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• pp.5-23
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• 2000

This study of the characteristics and the relationships of children's emotional intelligence (EQ) and self-esteem had a sample of 1060 5th grade children. The rank order of four EQ factors from highest to lowest was "perception of emotion", "other-regulation and self-expression", "self-regulation and emotion utilization", and "empathy". Among self-esteem factors, "general self-worth" had the highest correlation with overall self-esteem; "physical appearance" was most strongly correlated with "general self-worth". Relationships between EQ and self-esteem showed that higher EQ was associated with higher self-esteem. Among EQ factors, "other-regulation and self-expression" was the strongest predictor of "behavioral conduct." The next strongest predictor of self-esteem among EQ factors was "self-regulation and utilization of emotion". Other self-esteem factors well predicted by EQ were "general self-worth", and "scholastic competence".

• 가정과삶의질연구
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• 제27권1호
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• pp.181-196
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• 2009

This study compared mother-toddler verbal interaction by play type (traditional play, free play, block play), and child's sex and age. Subjects were 10 boys and 10 girls ranging in age from 25- to 36-months and their mothers. An observer videotaped the children and their mothers at play in their homes. Results showed that (1) Mothers attempted more positive verbal interaction in traditional than in block play. (2) Mothers expressed more positive emotion in free than in traditional and block play. (3) Mothers more answer 'reflection' in traditional than in free play (4) Toddlers attempted more positive verbal interaction in block than in traditional and free play. (5) Toddler's positive emotion express was not distinguished by play type or by child's sex or age. (6) From 31- to 36-months's boys expressed more play situation than from 25- to 30-months' girls. This study provides groundwork for mother-toddler traditional play programs with potential for improving positive expression of emotion and language development.

• 아동학회지
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• 제31권3호
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• pp.17-32
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• 2010

In this study, I examined the direct or indirect paths among the intra-personal factors as well as extra-personal factors affecting on children's peer competence. Subjects were 514 5-year-old children, their mothers, teachers. The teachers rated each children using Peer Competence Scale (Park, 2001) and completed emotion regulation and Student-Teacher Relationship Scale. The mothers responded to a questionnaire, including Parental Involvement Checklist (Cohen, 1989), parenting behaviors, and Children's Temperament. The data were used for path analysis with Amos 6.0 program. Results of this study were : (1) Children's temperament have an influence on children's peer competence through children's emotion regulation via mothers' parenting behaviors. (2) Children's temperament have an influence on children's peer competence through teacher-child relationship. (3) Mothers' parenting behaviors have an influence on children's peer Competence through mothers' management strategies of peer relations.

• 한국보육지원학회지
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• 제12권5호
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• pp.115-136
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• 2016

The purpose of this study was to examine the main and interaction effects of fathers' parenting and their play participation on emotional regulation of preschoolers. The participants of this study consisted of 269 preschoolers (M: 61.4 months, SD: 15.3) located in Seoul and Gyeong-gi province. The results of regression analysis revealed that; 1) Father's parenting (such as rational instruction, friendly attitude) positively predicted child's emotion regulations. 2) The interaction effects of fathers' parenting (such as parenting participation, reaction, rational instruction, friendly attitude) with their constructive play participation predicted children's emotion regulations. Namely, fathers with higher constructive play participation showed higher emotion regulations of preschoolers under father's parenting participation, reaction, rational instruction and friendly attitude. 3) The interaction effects between fathers' functional play participation and father's parenting participation predicted children's emotion regulations. Findings indicate that fathers play a role in improving children's emotion regulation by parenting. Moreover, its effects appeared more apparently when fathers participated with constructive and functional play methods. In conclusion, it is suggested that fathering and the level of play involvement may be key variables for developing young children's emotion regulation.

• 가정과삶의질연구
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• 제32권6호
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• pp.47-58
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• 2014

The purpose of this study was to examine the effects of mothers' parenting behavior, preschool children's language ability and emotion regulation on peer competence and aggressive behavior. The subjects were 100 preschool children (49 girls and 51 boys; mean age, 70.30 months), their mothers and teachers, recruited from five daycare centers located in Gyeonggi-do area. Each child's language ability was assessed individually with the standardized measure, the Preschool Receptive-Expressive Language Scale and their teachers reported on the children's peer competence and aggressive behavior. Their mothers also reported on parenting behavior and their child's emotion regulation by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, preschool children's peer competence was positively related to maternal warmth and children's language ability. Their aggressive behavior was positively related to harsh maternal parenting but negatively related to emotion regulation. Second, hierarchical regression analyses revealed that children's language ability and maternal warmth predicted peer competence. Third, children's gender, emotion regulation, and harsh maternal parenting predicted aggressive behavior. These findings could provide basic information for programs and services to promote peer competence in preschool children.

• 한국생활과학회지
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• 제17권6호
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• pp.1051-1063
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• 2008

This study was to investigate the relationships between stress coping strategies, emotion regulation ability and behavior problems with children from low-income families and middle-income families. Subjects were 171 children from low-income families and 228 children from middle-income families, 4th - 6th grade in elementary school. The major findings are followings: (1) The level of emotion regulation ability in children from low-income families was lower and active stress coping strategies were less than children from middle-income families. In the behavior problem, children from low-income families were higher than children from middle-income families. (2) The stress coping strategies(active/ social support) in children from low-income families were related with internal behavior problem(anxiety /withdrawal). And the emotion regulation ability was related to the children's behavior problem. (3) Regression analysis model showed that emotion-regulation ability was the most influential factor to the children's behavior problem, and children from low-income families with aggressive coping strategy showed hyperactive behavior problem. So, the education/therapy programs for children from low-income families have to be developed and practiced in schools, local children centers and so on.